Mathematical modelling in statistical activities: identifying key elements of design to promote model generation in the study of variability
DOI:
https://doi.org/10.48489/quadrante.23686Keywords:
mathematical modeling, modelling-eliciting activities, secondary education, statistics, variabilityAbstract
In our work we are interested in promoting the learning of statistical knowledge through mathematical modelling. We use statistical problems where real social phenomena are studied from large amounts of data and that comply with the design principles of the Modelling Eliciting Activities with secondary school students (15 years old). The tasks are aimed at promoting the development of the concept of variability and applying it to understand the situation studied using a mathematical model. In this study we focus on characterizing the mathematical models that students develop in a statistical modelling activity, trying to identify why elements are integrated into the model or discarded, as students conceptualize variability. For this purpose, a qualitative analysis is carried out on the basis of recordings of the students' group work in the classroom. The results obtained show that some problem design decisions, such as the large amount of data, or the ambiguity of social concepts, such as justice and equity in taxation, are essential for the development of mathematical models. The conclusions of the study have implications for the design of statistical tasks, but also for identifying the role of mathematical modelling in the learning of statistical concepts.
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